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DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS AT

SMK PANCA BUDI 2 MEDAN

A THESIS

Submitted to Partial Fulfillment of the Requirements for the

Degree of Sarjana Pendidikan

By:
SRI LESTARI SETIAWAN
REG NUMBER: 2113121067

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016
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CHAPTER I

INTRODUCTION

A. The Background of the Study

Education can be defined as a way to improve students’ knowledge, by

having a good knowledge students are expected to be able to earn their life

through a good occupation or being a professional worker in the future. In our

education system, there are many subjects that should be understood well by

the students, for example: Mathemathics, Physics, Chemistry, Biology,

Geography, Sociology, Economic, History, English, and etc. Those subjects

have been taught from Junior High School level until Senior High School

level. The equipping of many subjects is expected to increase students’

knowledge and information.

Another fact shows that, there is also a level of education it is Vocational

High School level which is having specific study programs and specific

subjects. The purpose why vocational high school has been specified it is

because the school will prepare the students for having a career or job based

on the specific applied skills. To achieve this purpose a vocational high school

gives a learning experience and adequate exercise to build a professsional

capability in science and technology through specific programs. For example a

student of vocational high school in Culinary Study Program will get many

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subjects related to food and beverage and a student of vocational high school

in Accounting Study Program will get many subjects related to finance,

eventhough in vocational high school and other levels of education will have

different subjects, but there is one subject that always be taught in every level

of education, that is English subject.

Nowadays many people deem that English is an important lesson to be

learned because it is common used in every field such as economics, science,

international relationship, and etc. By seeing some the advantages people try

to master this international language. As BSNP (Badan Standar Nasional

Pendidikan) (2010:10) states that English course aims to equip students in

improving their abilities to understand English text from academic purposes

and specific purposes.

The goals of English subject in the vocational high school is to

communicate by using intermediate level of English. Recently, there are 2

kinds of curriculum that are used in Indonesia, they are: K13 (Kurikulum

2013) & KTSP (Kurikulum Tingkat Satuan Pendidikan), but the object of this

research is SMK Panca Budi 2 Medan which is actually used KTSP, actually

this curriculum has a main concern on students’ competencies. That is why, to

reach the goal, students in vocational high school must pass the three standard

competencies that have provided in the curriculum; such as : to comunicate by

using novice level of English, to communicate by using elementary level of

English and to communicate by using intermediate level of English. In the

other words, English subject in vocational high school aims to develop

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students’ abilities in communication by using the target language, both in oral

and written, but the aim is easy to be said rather than to be done, because in

the real implementation students who are taught in English subject in the

classroom, have failed to use the target language properly in their real

situation. This evidence has proved the failure in teaching learning process.

Actually there are some various factors that have influenced them; such as:

students’ interest in learning English has been low, the teacher mostly

dominated the teaching learning process by tutoring, the teaching media has

not supported the teaching learning process and the major factor is the

students’ course book is too monotonous and even sometimes the students’

course book is not appropriate.

In Indonesia, English has been used as a foreign language. English

consists of four skills which have to be mastered by the students, they are

listening, speaking, reading and writing. In this case, the learners are required

to comprehend (listening and reading) the language and produce (speaking

and writing) the language. In teaching the language, between comprehending

the language as well as producing the language are exactly have a relationship.

Before producing the language, students need to have some vocabularies,

those vocabularies are gotten by the process of comprehending the language.

Among the four language skills, reading is one of the skill that should be

learned well by the students because by having reading skill they will be easy

to get information, knowledge, and science. Grabe & Stoller (2002:9)

elaborate that reading is a way to draw information from printed page and
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interpret the information appropriately. Meaning that the students will find out

the information from the text as efficient as possible. Yet, the fact shows that

in learning English spesifically in reading texts, students are hard to

understand a text or even they are lazy to comprehend it through reading

activity. They think that reading activity is a tedious activity; furthermore they

think the topic is not interesting or it is not related with their needs and

sometimes the text has a high level in terms of language or grammar.

Based on the writer’s preliminary observation, the writer has found most

of students were not good in comprehending the texts. At the beginning the

writer asked the students about their interest in learning English especially in

reading texts, and they told the writer the reading materials were hard to

understand, because sometimes the language or the grammar are complicated

then the writer checked their books and it has found that their reading

materials are tottaly irrelevant with their study program, they often get

confused because they did not understand the reading subject, the texts are not

suitable for the students in vocational high school. For example there were

some texts under the title How The Microwave Oven Works and How Safe is

Your Home?.

Actually the students are coming from Office Administration study

program,their study program emphasize them to be a good officer or secretary

in the future. The writer has analyzed the office administration text book, there

are many instructions in order to be a good officer or secreteary, such as: how

to handle the telephone, how to arrange the meeting, how to write a good letter
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or email and etc. The writer also found the basic competence in the syllabus,

there is 1 basic competence related to the instruction (procedure text).

Students’ English text books provide some procedure texts yet the materials

are not match with the students’ major.

Unfortunately, the writer of the text book has provided general materials,

before writing the materials, the writer has seen the curriculum as the standard

for the writer to write the text book. They have emphasized the materials

based on students’ level, there is no specification on the text book because the

writers are not the teachers for the students. It doesn’t mean those text

materials are not good yet, they are not appropriate for students in specific

purposes.

Tom Hutchinson and Water (1987:8) says that learners were seen to have

different needs and interests, which would have an immportant influence on

their motivation to learn and therefore on the effectiveness of their learning.

This lent support to the development of courses in which ‘relevance’ to the

learners’ needs and interest was paramount. English is needed by a particular

group of learners could be identified by analysing the linguistic characteristics

of their specialist area work or study we can conclude that English is also used

for the specific purposes.

By seeing the preliminary data we can conclude that there are many of

students were not interesting with the existing materials just because all the

topic of the texts are unrelated with their environment, meaning that the
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function of ESP itself can decrease that problem, through ESP the teachers can

analyze their students’ needs and they also can design the appropriate reading

materials for their students, the students will get the relevant materials based

on their study program, the texts will be ineteresting for the students and

finally the students can improve their knowledge by having the suitable

reading materials.

From the explanation above, we can sum up: a teacher as a facilitator has a

responsibility to facilitate the students in teaching learning process, a teacher

is not only has to teach in the class or give the lesson for them, but the teacher

should consider the english materials that are suitable for the students if he or

she finds that the existing materials can’t work well to fulfill the students’

needs. By doing this the teacher will be easier to teach reading skill and it can

grab the students’ interest in the teaching learning process as well.

B. The Problems of the Study

By seeing from the background, the problems of study are :

1. “What are English reading materials which are appropriate for students

in Office Administration Study Program ?”

2. “How are English reading materials, which are suitable for students of

Office Administration are designed ?”

C. The Objectives of the Study

As mentioned in the problem of the study, the objectives of this research

are:
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1. To develop English reading materials for students in Office

Administration Study Program.

2. To design English reading materials based on students’ need in Office

Administration Study Program.

D. The Scope of the Study

The scope of this study is the students in the third grade of SMK Panca

Budi 2 Medan-Office Administration Study Program. This study focuses on

reading text, especially in procedure text.

E. The Significance of the Study

The result of this study are expected not only to be the merely data

aggregation but something more advantageous theoretically and practically. It

can be described as follows:

Theoretically, the result of this study can be a reference for those who are

interested in developing english reading materials.

Practically, the writer expects this study will be useful for:

1. The students; hopefully this study can improve their motivation in

learning english and through this research the students can

comprehend reading materials that are based on their needs.

2. The teachers; this study is aimed to help teachers find advantageous

information based on the contents and findings of this study, which is

related to developing english reading mateials.

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3. The other researchers; this study is intended to be one of their

resources to make other developing english reading materials, and give

additional information for the next related study.

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CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Framework

In conducting a research, theories are needed to explain some concepts

applied in the research concerned. This chapter presents theories of the study

in order to give some clearer concepts being applied in this study dealing with

reading and material development. This concept will lead to a better analysis

of the variables chosen because it helps the writer to limit the scope of

problems. Some references are explained in order to avoid misinterpretation of

the terms used. The following terms are used to explain some basic theories

related to the study.

1. Reading

Reading is a mean of language learning, communication, and of

sharing information and ideas. As all language, it is a complex interaction

between the text and the reader that is shaped by the reader’ prior

knowledge, experiences, attitudes and language community that is situated

culturally and socially.

In addition, reading is generally known as a receptive skill of

language. Hameed (2009) emphasizes that it is not an exagerration to say

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that reading is the most important skill among four well-known ones

through which learners acquire most of their knowledge.

According to Berardo (2006) reading can be seen as an interactive

process between a reader and a text which leads to automaticity or

(reading fluency). The reader interacts dynamically with the text as he/she

tries to elicit the meaning and where various kinds of knowledge are being

used : linguistic or systemic knowledge (through bottom-up processing) as

well as shcematic knowledge (through top-down processing).

Furthemore, Schonell (2006) defines reading as a meaningful

interpretation of printed or written verbal symbol. In other words, reading

is a result of an interaction between reader’s perception of symbols which

represent language and knowledge of the world. In this case, a reader is

expected to create the meaning which is intended by a writer. When

readers interact with printed symbols, their prior knowledge will be

combined by the written information as a result that they comprehend the

mesage. Therefore, reading is a short conversation between a writer and a

reader.

2. The Purpose of Reading

Reading is an activity with a purpose. A person may read in order to

gain information or verify existing knowledge, or in order to critique a

writer’s ideas or writing style. Person may also read for enjoyment, or to
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enhance knowledge of the language being read. The purpose of reading is

guide the reader to select the text.

According to Berardo (2006), the purposes of reading can be divided

as follow :

a. Reading for Survival

Reading for survival is done by the readers to be in response to

environment, to find out information and can include street sign,

adevertising, and timetables, this purpose serves immediate response in

a situation for the readers. In other words, this kind of purpose is

considered to survive someone’s daily life by getting the surrounding

information. For example, a ‘stop’ sign for a motor rider or driver and

other example are ‘ladies’, ‘gentlemen’ and ‘exit’ signs which can be

found in many places.

b. Reading for Learning

Reading for learning is done by people who want to get knowledge

to support their studies, reading is known as the purpose of learning as

well. It can be said that this purpose serves the wider role of extending

our general knowledge. It is also considered to be the type of reading

which is done in the classroom and it is goal oriented as well. For

example, a students read a thick textbook, and he or she takes a note to

sum up the information from the book. So that, he or she can get the

information and learn through it.

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c. Reading for Pleasure

Reading for pleasure is actually something that does not to be

done, it can be said that reading for pleasure is done for its own sake,

we don’t have to do it. The reader want to use their spare time by

having reading activity. People read some material which can entertain

and it takes no matter while they do and read it. For example, a mother

reads a story in the book for her children.

3. Reading Comprehension

Reading comprehension is the heart and goal of reading, since the

purpose of all reading is to gather meaning from the printed page. If a

student says words in a passage without gathering their meaning, people

will hesitate to call that reading; it means that reading is worthless without

comprehension. According to Chastain reading goal is to read for meaning

or to recreate the writer’s meaning. Reading to improve pronunciation,

practice grammatical froms, and study vocabulary do not constitute

reading at all because, by definition reading involves comprehension.

When readers do not comprehend, they are not reading (Rahimpour et al,

2013).

As Hameed (2009) states that the main purpose of reading

comprehension of the ideas presented in the text. Moreover, reading

comprehension is a process of making sense of written ideas through

meaningful interpretation and interaction with language. Reading

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comprehension needs an ability to understand or to gain some information

from a text.

4. Process of Reading Comprehension

The important point to be made about reading processes is reading

comprehension. it is related to prior knowledge contained in written texts.

Reading comprehension refers to reading with understanding.

Comprehension involves understanding the vocabulary, seeing the

relationship among words and concepts, organizing idea, recognizing the

author’s purposes, making judgement and evaluating (Mikulecky and

Jeffries, 2004:22). Here are some processes of reading comprehension :

a. Bottom-Up Process

According to Brown (2001:299) in bottom-up processing, readers

must first recognize a multiplicity of linguistic signals (letters,

morphemes, syllables, words, phrases, grammatical cues, discourse

markers) and use their linguistic data-processing mechanisms to

impose some sort of order on these signals. These data-driven

operations obviously require a sophisticated knowledge of the

language itself. From among all the perceived data, the reader selects

the signal that make some sense, that cohere, that “mean”. Bottom-Up

Process means ‘Reading for Detail’, in this process students start from

the smallest units of lnguage: letters, words, clauses, and phrases, and

try to understand what they mean before fitting them into the larger
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text. In the other words, Bottom-Up Process is when the reader builds

up meaning by reading word by word, letter by letter, carefully

scrutinizing both vocabulary and syntax. This is often associated with

poor or slow readers, but can sometimes occur when the readers own

schmea knowledge is inadequate. For example, we ask the students to

read the text aloud, it may encourage bottom-up process because they

focus on the word forms, not the meaning.

b. Top-Down Process

According to Brown (2001:299) this is also has known as

conceptually driven, processing in which we draw on our own

intelligence and experience to understand a text. Top-Down Process

means ‘Read for Gist or Reading for Main Ideas’, this process refers to

the activity of trying to understand a big picture of what the reader is

reading from a few clues, so the reader’s mind can make inferences to

help he or she fills in any gaps in reader’s understanding. In the other

words, Top-Down Process is the opposite of Bottom-Up Process,

where a global meaning of the text is obtained, through “clues” in the

text and the reader’s good schema knowledge. This is associated with a

good reader, who does not read word by word but quickly and

efficiently. For example, ‘Sally sells sea-shells by the sea shore’. We

try to understand the gist by erasing some words from this sentence, ‘. .

. sells . . . shells . . . . . . sea . . . . In fact, as long as you could

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understand the verb “sells” you would know the main idea is someone

is selling something.

c. Interactive Process

This is a combination of top-down and bottom-up processing, is

almost always a primary ingredient in successful teaching

methodology because both processes ae important. According to

Nutall (1996:17) in practice, a reader continually shifts from one focus

to another, now adopting a top-down approach to predict probable

meaning, then moving to the bottom-up aaproach to check whether

that is really what the writer says. Reading is considered to be an

interactive process (a conversation between writer and reader, although

the writer can’t be seen) and both processes are necessary, top-down

process will predict the meaning and bottom-up process will check it.

Therefore, those processes will be complementary in processing a text.

For example, if you are trying to understand a poem and how the

author has used a certain word, a bottom-up process might be required,

yet if it is the mood or tone the author has created, top-down process in

in order.

5. Level of Reading Comprehension

Herber (in Kabilan & Seng, 2010) divided levels of comprehension

into three parts, they are :

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a. Literal Comprehension (Reading the Lines)

It involves the stimulation of thinking skills, which is associated

with knowledge and comprehension abilities. Such abilities are derived

from the retrieval of the input that is based on content material as

found in the text. Briefly, students are expected to have the ability to

read the lines of the content material. They are able to translate by

decoding the printed words to get the gist of the author’s message.

Literal comprehension is simply what the text says. It is what actually

happens in the story. This is a very important level of understanding

because it provides the foundation for more advanced comprehension.

without understanding the material on this level, you could not go any

farther. For example, the part of the text stated that ‘Billy is sitting

alone in a corner and building a tower out of blocks. He places one

block on op of another as his tower becomes higher and higher. The

more blocks he adds, the more great his design becomes’, the

questions is ‘who is building the tower?’ and the answer is ‘Billy’.

b. Interpretative Comprehension (Reading Between the Lines)

The reader is expected to ‘read between the lines’. At this level,

readers are able to perceive the relationships of the infromation in the

content material and conceptualize those relationships. In other words,

these readers are capitalizing on their interpretation skills of using

content information in the text and activating their critical and

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analytical skills to construct meaning in reader-text transaction. In the

other words, interpretative comprehension invloves determining what

the text means. We start with the stated information. this information is

then used to determine deeper meaning that is not explicitly stated.

Determining inferential meaning requires you to think about the text

and draw a conclusion. For example, the part of the text stated

that‘Billy is sitting alone in a corner and building a tower out of

blocks. He places one block on op of another as his tower becomes

higher and higher. The more blocks he adds, the more great his design

becomes’, the question is ‘do you think that Billy is good at building

tower ? why ? and the students can assume this is true because the

story says that ‘. . .his tower become higher and higher. The more

blocks he adds, the more great his design becomes’.

c. Applied Comprehension (Reading Beyond the Lines)

At this level, readers are able to synthesize infromation in the

content material to construct additional input in reader-text transaction.

The exploitation of thinking skills such as synthesis and evaluation is

necessary at this level of questioning. Esentially, readers are expected

to ‘read beyond the lines’ in order to comprehend the text effectively.

Understanding at the literal and interpretative levels are combined,

reorganized and restructured at the applied level to express opinions,

draw new insights and develop fresh ideas. Guiding students through

the applied level shows them how to synthesize information, to read

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between the lines and to develop a deeper understanding of th concets,

principles and impications presented in the text. For example, the part

of the text stated that ‘Billy is sitting alone in a corner and building a

tower out of blocks. He places one block on op of another as his tower

becomes higher and higher. The more blocks he adds, the more great

his design becomes’, the question is ‘Tom is Billy’s friend, Tom is good

at building house, he wants to help Billy to build a castle, do you think

Billy will accept Tom’s offer ? why or why not ? if yes, do you think

they can work together ? why or why not ?, if no, do you think Billy

success to build a castle alone ? why or why not ?, and the students’

anwers will be varied and even beyond our expectations.

6. Text

According to Knapp and Watkins (2005:29) language is always

produced, exchanged or received as text; that is, language as a system of

communication is organised as cohesive units we call texts. A text is any

compleceted act of communication such as greeting between frineds in the

street, a television advertisement, a novel or a film and so on. As far as

speech and writing are concerned, a text stands alone as an act of

communication.

Different types of texts have distinctive characteristics, depending on

what they are made to do. A piece of poetry, for instance, is immediately
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and characteristically different from a scientific description because each

is doing a vastly different thing with langauge.

Texts can be classifIed and organised in a multitude of ways :

everyday, formal, entertaining and infomational.

7. Procedure Text

a. Social Function

The genre of instructing, whether spoken or written, pervades our

experience of the world. Instructing involves much more than simple,

sequential or procedural texts. While the purpose of instructing is to

tell someone what to do or how to do it, this can be achieved through a

range of textual forms (Knapp and Watkins, 2005:153). In the other

words, procedure is kind of text which teaches on how to do or to

make something completely. It is dominantly structured with

imperative sentence since it actually an instruction. It is usually

explains the ingredient or material which is need, though sometime it

is omitted, after that procedures text will explain step by step how to

make or to do the thing.

b. Generic Structure

1. Procedures begin by outlining an aim or goal.

2. Sometimes there is a list of the materials and equipment

needed.

3. The steps are then listed in order.

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Procedural instructions such as recipes and directions are

concerned with telling someone how to do something. For this reason,

procedural texts generally begin with the goal of the task, which is

usually stated that as a heading. Following this stage, a set of

ingredients or the materials required to complete the task will often be

presented in the order of use. Some intstructions, such as directions to

use an appliance, may not include this information. The text then

proceeds through a sequence of steps specifying how the goal is to be

achieved (Knapp and Watkins, 2005:157).

c. Language Features

1. The notion of address is a key feature of instructing.

2. Action verbs are used in instructions to represent the process

involved in completing a task.

3. Verbs are in the simple present tense to create a sense of

timelessness. They are also stated as imperatives.

4. Adverbs are often used to qualify verbs and to provide extra

infromation about how a tas should be completed.

5. Temporal connectives are used in procedural instrutions to

ensure processes are placed in the correct order of time.

6. Conditional connectives are used to provide a premise upon

which a command or statement is based.

7. Modality is used in instructions to lessen or heighten the degree

of obligation in completing a task.

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8. Material Development

Material development is a process of developing existing materials

because there are some items of the existing materials which need to be

added or be eliminated (Kitao:2007), because of the role of teaching

materials as the center of instruction in teaching-learning process, they

need to be prioritized. In teaching-learning process, teaching materials

should be relevant with curriculum and syllabus as the guidance of

education. Teachers have to follow the curriculum and provide, make or

choose materials. They may adapt, suplement and elaborate those

materials and also monitor the progress and needs of the students and

finally evaluate the students.

Teaching materials development includes the process of adaptation,

supplement, and elaboration of teaching materials in order to make te

teaching materials fulfill what students need about a subject that they learn

(Kitao:2007).

9. English for Specific Purposes

Based on Hutchinson’s and Water’s theories, English for Specific

Purposes (ESP) is a way of teaching and learning English for specialized

subjects with some specific vocational or educational purpose in mind.

There are different needs for different purposes (and learners) of English

language e.g.: English for Business, English for Economics, English for
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Culinary and Art, English for Secretary, English for Technicians and

others.

The development of English for Specific Purposes has five phases,

they are:

1. Register analysis : refers to grammatical and lexical features.

2. Discourse analysis : focus on how sentences are combined in the

text to produce meaning.

3. Target situation analysis : refers to the situation in which learners

will use the language that they are learning, further ESP course

design carries out an analysis of the linguistic features of that

situation.

4. Skills and strategies : see an attempt to look below the surface

(register and discourse analysis) and to consider not the language

itself but the thinking process. The focus should rather be on the

underlying interpretative strategies, which enable the learners to

cope with the surface forms, for example guessing the meaning of

words from context.

5. Learning-centered approach : means each phase of designing ESP

course must consider learning needs (Hutchinson and Water,

1987).

Certainly a basic knowledge of General English language competence

will be required too and developed further “English for Vocational

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Purposes” is an application of ESP according to students’ language needs

for different majors in Vocational School. English for Specific Purposes

(ESP) must be seen as an “approach to language learning (not as a

product) which is based on learners’ needs and directed by specific and

apparent reasons for learning.

There is a distinction between what a person does (performance

=language use) and what enables them to do it (competence=language

learning).

This approach is learning and learner oriented (but not teacher

oriented) with a conception and preference of communicative competence.

10. Need Analysis

Needs analysis is one major factor that differentiates ESP from other

approaches to language teaching. Because of the utilitarian nature of ESP,

the course is based on analyzing the needs of the learner

before designing a course. What should students do with English after

learning it? What is the target situation and above all how is the course

duration? Finding out the needs of the learner involves finding out his

target needs and learning needs.

a. Target Needs

Target needs deal with the question what knowledge and abilities

the learners will require being able to perform to the required degree of
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competence in the target situation. The target situation needs can be

further elucidated:

1. Necessities

These needs are determined by the demands of the target situation. It

means what the learner has to know in order to function effectively in the

target situation. For instance, a business person might need to understand

business letters, to communicate effectively at sales conferences, to get the

necessary information from sales catalogues. He or she will also need to know

the linguistics features – discoursal, functional, structural, lexical, and most

commonly used in the situations identified.

2. Lacks.

It is required to know what the learner knows already, so that it can be

decided then which of the necessities the learners lack. One target situation

necessity might be to read texts in a particular subject area. Whether or not the

learners need instruction in doing this will depend on how well they can do it

already. The target proficiency needs to be matched against the existing

proficiency of the learners‟ lack (Hutchinson & Waters, 1984).

3. Wants.

The learners too have a view as to what their needs are. According to

Richterich (1980) the existence of need is associated with the perceptions and

desires of a person. Needs do not exist in reality, it is rather an image of

personal feelings that the learners express on the basis of data pertinent to
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their environment. So, wants are, in fact, the reflection of learners‟ own

perceptions.

b. Learning Needs

Learning needs aim at the personal concerns of the learners. Like

target needs they influence and affect the overall ESP program ranging

form syllabus designing to testing and evaluation. If needs analysis is the

major distinction of ESP program, the learning needs then have the pivotal

role to play in needs analysis. Any need analysis without involving

learning needs may be a weak model, excluding the major psychological,

sociological and methodological concerns of the ESP learners.

11. Course Design

Course design is a very extensive subject and has large literature

going back many years (Mason & Rennie, 2010). In practical terms this

entails the use of the theoritical and empirical information available to

produce a syllabus, to select, adapt or write materials in accordance with

the syllabus.

Therefore, Feez Susan (2003) stated that in designing a course of

study, the teacher would be involved in three main idea of decision

making :

1. Analyzing learner needs and monitoring learner progress.

2. Selecting what needs to be learned.

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3. Sequencing the elements of the course to make learning as

effective as possible.

An ESP course design is usually based on the specific needs of

learners of a particular discipline. The procedures used to collect

information about learners, needs are known as analysis (Richard:

2001).

There are three main types of course design (Hutchinson and Water in

Mc Grath, 2013) :

1. Language-Centered Course Design

The language-centered design process aims to draw as direct a

connection as possible between the target situation and the content

of the course. In this case the learner is simply used a means of

identfying the target situation. In this model the learning needs of

the students are not accounted for at all.

2. Skill-Centered Course Design

This is to help learners to develop skills and strategies which will

continue to develop after the course itself. It will present its

learning objectives in terms of both performances and competence.

Its aim to make the learners into better processors of information.

3. A Learning-Centered Approaches

This is based on the principle that learning is totally determined by

the learner.
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12. Curriculum

The term curriculum can refer to a variety of things, including the

course taught in a school or a program, the document that list the courses

taught, a set of teaching materials that are organized in some sequences of

framework, or a framework for selecting and organizing learning

experiences (Howland Nolet, 2000)

According to Robert Gagn (in Poretla, 2014) curriculum is a sequence

of content units arranged in such a way that the learning of each unit may

be accomplished as a single act, provided the capabilities described by

specified prior unites (in the sequence) have already been mastered by the

learner. Furthemore, Phenix defined the curriculum as what is studied, the

“content” or “subject matter” of instruction. The content includes the

whole range of matters in which the student is expected to gain some

knowledge and competence (in Lunenburg, 2011).

Kelly (in June, 2005) identifies three kinds of the nature of curriculum

: planned curriculum, received curriculum and hidden curriculum. Planned

curriculum means what is laid down in the syllabus. Received curriculum

refers to the reality of students’ experiences. Hidden curriculum is

knowledge that implicit knowledge students learn in school.

In Indonesia, curriculum has changed for many times. KTSP is one of

indonesia’s curriculum that uses until now. KTSP is a curriculum that

reflects the knowledge, skills and attitudes which refers to the concept of
 28

education as suggested by Bloom, which in turn can improve students’

potensials optimally.

The characteristics of KTSP are :

1. KTSP gives to every school to conduct education program based

on the school environment, students’ ability, resources and the

peculiarity of the state.

2. Parents and society are involved in learning process actively.

3. The teacher should be independent and creative.

4. The teacher can use any learning method freely.

13. Syllabus

Syllabus is a document which contains guideline about standard of

competences, basic competence, teaching materials, activities in teaching-

learning process, indicators of reaching the goal of teaching-learning

process, evaluation, time allocation, and source of teaching materials in

teaching-learning process. Syllabus is the integration of curriculum as the

guidance of education (Brown: 2003).

Before designing or developing teaching materials, it is necessary to

analyze syllabus as the guidelines of teaching-learning process. As a

vocational institution, SMK (Vocational High School) has different

syllabus from Senior High School. Although, they are in the same level.

In Vocational High School’s syllabus, there is no classification of

standard competence in terms of four skills of language (listening,

 29

speaking, reading, and writing). In Vocational High School’s syllabus, the

classification of standard competence based on the level of ability in

communicating.

As the writer has stated in the backgroud of study, there are three kinds

of the level ability in communicating, those are communicating at novice

level, elementary level, and intermediate level. Level novice is the

beginning level among the three levels, elementary is the medium one, and

intermediate is the highest level among all (BSNP: 2013).

Since the focus of the study is on SMK grade XII, the level of ability

in communicating is intermediate (BSNP: 2013). Meaning that the

students should be able to communicate English well related to their

vocation and they are in the third-year as well so they have to prepare

themselves to face working life which is based on with their major.

In Vocational High School’s syllabus, particularly for grade XII, one

basic competence that has to be reached by the students, that is

understanding procedural text related to vocation that they have (BSNP:

2013).

14. Office Administration

Office administration is a set of day-to-day activities that are

related to financial planning, record keeping and billing, personnel,

physical distribution and logistics, within an organization. An

employee is commonly called an office administrator or office

 30

manager, and plays a key role in any organizations infrastructure,

regardless of the scale.

An office administration study program allows individuals to gain

basic office skills that can prepare the students to perform clerical

duties, such as in business offices. In this vocation students learn about

record-keeping, office management and customer care in the business

world. In office administration students also learn to communicate

effectively as part of an office team, manage time efficiently, organize

an office space, and demonstrate knowledge of common office

systems. Office adimintration is designed to help students qualify for

entry-level ofiice positions. With some relevant job experience, they

may be further qualified to advance to administrative or office

management positions.

B. Relevant Studies

Relevant studies are reviewed as the references to conduct the research

and develop effective reading material for specific needs of students.

The first is an undergraduate student’s thesis in State University of

Medan, Benni Ichsanda Rahman (2013) under the title Developing English

Reading Materials for Students of SMAN 1 Kabanjahe. He developed

English reading materials based on the culture in Kabanjahe, he took 2

genre of texts they were, narrative text and recount text. He made 2 texts,

the first one was about Persimmon (recount text) and the second was about
 31

Pawang Ternalem (narrative) , both of them were known well by the

students.

The second is an undergraduate student’s thesis in State University of

Medan, Femi Septiani (2014) under the title Developing Reading Text

Material for Vocational School. She developed English reading materials

based on students’ needs in Culinary Art Study Program in Vocational

High School, she took 1 genre of text that is procedure text. She made 4

texts, they were, how to make oriental cuisine, how to make cake, how to

make beverage, and how to make pudding. Those texts were related with

food recipes and they were exactly match with students’ major.

The third thesis is an undergraduate student’s thesis in State University

of Medan, R. A Wulaningtyas Kulowani (2015) under the title Developing

English Reading Materials for Students of Islamic Boarding School. She

developed English reading materials based on students’ need in Islamic

Boarding School, she took 2 genre of texts they were narrative text and

recount text. She made 2 texts, the first one was about Muhammad SAW

(recount text) and the second was about Musa and Fir’aun (narrative text).

Those text were suitable for students’ needs.

The fourth is an undergraduate student’s thesis in State University of

Medan, Sri Lestari Setiawan (2016) under the title Developing English

Reading Materials for Students at SMK Panca Budi 2 Medan. She

developed English reading materials based on students’ need in Office

 32

Administration Study Program, she took 1 genre of text that is procedure

text. She made 3 texts related to officer or clerical duties, they are:

Arrange a Business Trip, How to Document Petty Cash and Arrange a

Formal Meeting. Those texts were suitable for students’ needs.

C. Conceptual Framework

Since there are four language skills (listening, speaking, reading,

and writing) that must be got by the students, reading is one of language

skill that must be comprehended well by the students. In reading activity

there is an interaction between the reader and the text, by having a reading

skill the reader can gain the information from the texts.

Nowadays, we have to see the facts that there are many students

aren’t intereseted to read the texts in their books. There are many reasons

behind, such as; they don’t like English subject, the language in the

textbooks aren’t easy to understand, the text materials are difficult to

understand because they don’t have prior knowledge, and even the texts in

their books aren’t matching with their needs. Those problems always

happen in teaching-learning process and the results they complain to the

teachers and even give up for not reading the texts.

In this case the teacher as a facilitator, has many responsibilities in

teaching learning process. The first teacher has to manage the classroom’s

athmosphere, the second the teacher should take control while students are

doing the activities, and the third the teacher must consider the appropriate
 33

teaching materials, so that the teacher and students can reach the goal of

teaching learning process together.

The reading activity and considering the appropriate teaching

materials, are closely related. In this case the teacher should choose the

suitable materials for students, that must be based on the students’ prior

knowledge and students’ needs.

As we have known that there are many education level in

Indonesia, for instances; Senior High School Level and Vocational High

School Level, eventhough they are in the same level, but they are coming

from different majors and purposes. Yet, the problems is the availibility of

teaching materials specifically, English reading materials, as we know the

purpose of Vocational High School is preparing the students for having a

career or job based on the specific applied skills.

Another fact shows that the text books which have used by the

students are based on educational curriculum in Indonesia and BSNP

(Badan Standar Nasional Pendidikan). The writers of those text books

have provided general materials, they have emphasized the materials based

on students’ level, there is no specification on those text books which can

be used for students specifically in Vocational High School because the

writers are not the teachers. It doesn’t mean those text materials are not

good yet, they are not appropriate for students in specific purposes.

In this case the teacher needs to know the students’ needs, meaning

that teacher should adjust between the reading materials and learners’
 34

majors. By knowing those things the teacher can develop some reading

materials for the students. Developing the reading material is closely

related to English for Specific Purposes, by understanding it the teacher

can see the need analysis and course design as well. Before the teacher

starting to make the new materials, he or she should analyze the learners’

needs and consider the appropriate materials that are going to be learned

and after doing those things, the teacher can develop the effective

materials which are based on student’ needs. When the teacher can to do

this, the teaching-learning process in the classsroom will be interested and

it is going to be easy for the teachers and students to reach the learning

goals.
 35

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The research was conducted by using developmental research which was

adapted from Borg and Gall (1985:775) in fulfilling the students’ need in

reading comperehension material. The data served in the form of descriptive

sentence; not form of number.

This research was conducted by following six phases of R & D, they were:

1. Gathering information and data

2. Analyzing data

3. Designing new reading materials

4. Validating new reading materials

5. Revising new reading materials

6. Revised-developing reading materials (final product)

This model of development was chosen because it had some stages which

were clear and appropriate with procedure.

Qualitative data were collected to get the research objectives. The sources

of qualitative data were syllabus, lesson plan, and existing teaching materials.

Besides that, there were teacher’s interview, and also students’ questionnaires.

The data collected were analyzed descriptively.

35
 36

B. Place and Time of Research

This research was conducted in SMK Panca Budi 2 Medan which was

located in Jl. Gatot Subroto Km 4,5 Medan and took in odd semester.

C. The Subject of Research

The subject of this research was the students who were in grade XII SMK

Panca Budi 2 Medan in Office Administration Study Program. The reason

why the writer chose the school, because there was no previous research in

this school related to developing English reading materials and the teacher

suggested the XII class as the subject of this research because the students

were going to graduate and would face working life.

D. The Research Instruments

The instruments that used in this research were Interview and

Questionnaire. The Interview was administered to the teacher while the

questionnaires were administered to the students.

The data that used in this research were :

1. Questionnaires : the questionnaires were administered to the students.

This step conducted for getting the data from the students about their

interest with English and also for knowing what were their problems in

learning English, especially in reading materials.

2. Interview : semi structured interview session held to the teacher. This

type of interview was suitable to be applied in this research, because

the writer prepared some questions related to the topic. In this case the
 37

teacher was free to answer the questions. So that the athosmphere of

the interview was natural, then between the writer and the teacher

explored the topic more active. The function of interview was getting

the data from the teacher about the students’ interest, the obstacles in

teaching learning process and the materials that were used in the

classroom.

E. The Source of Data

The sources of data were mentioned as following :

1. Curriculum: KTSP

2. Syllabus

3. Existing materials

4. Teacher’s interview

5. Students’ questionnaires

F. Technique of Collecting the Data

The data was collected, as following :

1. The writer interviewed the English teacher for knowing the average

score of the students, the students’ problems in learning English and

the writer checked the syllabus and existing materials. In this stage the

writer recorded the interview session.

2. The writer gave the questionnaires to the students. In this part there

were some questions given that used to know the students’ interest and

students’ problem in learning English

 38

3. The writer observed the syllabus and existing materials. In this part the

writer saw the basic competence and the students’ text books in order

to analyze students’ needs.

G. Technique of Analyzing the Data

The data were analyzed as following :

1. Analyzed the questionnaire and interview. Questionnaires

adiminstered to the students to get the related data. Interview

administered to the teacher to support the questionnaire. Then, the data

tabulated in order to obtain the best solution in terms of preparing

materials which were appropriate for the students in SMK Panca Budi

2 Medan especially, in Office Administration Study Program.

2. Analyzed the syllabus and the existing materials. In this stage the

writer considered between the basic competence as well as the book,

before developing the materials.

H. The Steps of Developing Materials

The steps developing of the materials, were:

1. Gathering information and data by having an interview session (she

asked the teacher some questions related to the material, obstacles in

the classroom and students’ interest). Then the writer gave the

questionnarie to the students (she wanted to know about students’

needs in learning English). Right after that the writer checked the

syllabus and the existing material (text book).

 39

2. Analyzing the students’ needs based on the data and information.

3. Designing the English reading materials based on the students’ needs.

4. Evaluating or validating the draft of development. The writer would

give it to the experts, in this case there would be 2 experts, the first

was the English teacher and the second was the lecturer. This stage

would avoid the misleading in the text and would make sure the texts

completed to cover the students’ needs.

5. Revising the reading materials based on the experts’ suggestions.

6. Revised-Developing reading materials (final product)

Here is the flow chart of developing the materials:

Gathering Information
and Data

Analyzing Data

Designing Materials

Validating by Experts

Revising

Final Product

Figure 3.1 Flowchart of Developing Materials

 40

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

The reading materials were developed through 6 phases; 1) Gathering information

and data, 2) Analyzing data, 3) Designing materials, 4) Validating new materials

by experts, 5) Revising materials based on experts’ suggestion, 6)Revised-

developing reading materials (final product).

A. Gathering Information and Data

Gathering information had been done before starting the research. It was

done to get the problem of the study. There were some information gathered, such

as the the syllabus, existing materials, teacher’s interview, students’

questionnaires, and learning activity. From the information gathered, there were

two problems found. First, the reading materials in English text book were not

suitable for their learning needs. Second, there should be materials development

which fulfilled their needs. Furthermore, the detail information was needed to

develop the materials based on students’ needs. Then questionnaires were

distributed to 30 students or grade XII students of SMK Panca Budi 2 Medan in

Office Administration study program and interview session was administered to

English teacher. The result will be discussed in the next phase.

40
 41

B. Analyzing the Data

1. Need Analysis

In doing needs analysis, there were two things must be known; target

needs and learning needs. Target needs analysis was done to know the objectives

or goals of the students in learning English; necessities; lacks; and wants of the

students. The learning needs analysis was done to know about the students’

interests of inputs and learning preferences.

However, before knowing the target needs and the learning needs of the

students, it was important to know about the students’ background. The result can

be seen in the following table.

a. Students’ Background

When did you learn English for the first time ?

Kindegarten 33.3%

Elementary School 66,7%

Junior High School 0%

Table 4.1 Student’s Background

Have you ever got another english course outside the

school ?
Yes, I have 66,7%

No, I have not 33,3%

Table 4.2 Student’s Backgorund

 42

If yes, how long did you take an English course ?

3 months 10%

3-6 months 50%

6-12 months 20%

More than 12 months 20%

Table 4.3 Students’ Background

By seeing the table most of the students got English subject since

elementary school and the others got it since kindegarten level. They were also

took additional English course outside the school, the total of the students who

took an english course bigger than who did not take an english course. For ths

students who took it, most of them were followed the course around 3-6 months.

It can conclude that, they were eager to get another English course while in the

process they stopped the course because some reasons behind, such as: their

parents forced them to follow it so that they were not pleasant to learn or they get

boredom because both of the school and course place give the same material,

sometimes it was too monotonous.

2. Target Needs.

a. The reasons why language is needed

as a starting point, the writer began to ask the students about the language

is needed for them and it was asked the reasons.

 43

Do you think that the ability to master the language is

needed ? explain!
Yes 83,3%

No 16,7%

Table 4.4 The reasons why language is needed

The reasons

It can increase knowledge 16,7%

It is one of requirement for 50%

getting a job

Both of them 33,3%

Table 4.5 The reasons why language is needed

By seeing the table above, we can see most reason is for getting a job, and

some of the students chose both of them while the rest chose the reason for

increasing their knowledge.

b. Objectives of Learning English

Before developing the materials, the writer needed to know the students’

reason in learning English. It aimed to know the students’ opinion. Students stated

that they learn English because their interest towards English. They realize that

English will be useful for them. In the second place, the future career option could

not be denied from the students‟ objective. Only few of students chose “to support

my study in the university” because they took a study programme in vocational

high school which is support them to find a job. The percentage of the students’

reason in learning English can be seen in the table follows.

 44

What is your purpose to learn English ?

To increase knowledge 33,3%
To get a job 50%
I can continue my study to
16,7%
another level
Table 4.6 Objectives of Learning English

By seeing the table, the materials that should be developed were based on

their needs in future career that related to Office Administration.

c. The Place of Using English

The place of using English also needed to be discovered in order to know the

setting that the students usually use it. That can be seen in the following table.

Where do you usually use English ?

House 0%

Working Place 50%

School 16,7%

Tourist Place 33.3%

Table 4.7 The Place of Using English

It was surprise that school has low percentage, the writer expected that the

students would use English regularly in the school, because the meetings are more

than 3 times a week, but the table showed that the working place has a high

percentage, because they were doing job training or part time working that asked

them to use English in working place. We can sum up that the English materials

should be developed based on their needs in working place as an officer or secretary.

 45

d. The Time of Using English

The time of using E nglish also needed to be discovered in order to know the

appropriate situation that the students usually use it. That can be seen in the following

table.

When do you usually use English ?

When I have a conversation 16,7%

When I learn English subject at 50%

the school
Having a speech in 33,3%
competititon
Table 4.8 The Time of Using English

This table showed us thtat the most appropriate time to use English is only in

the school when the students were in learning process.

e. Necessities

Dealing with the English subject means we have to deal with skills, the

writer also needed to know what skill that the students really need in the target

situation. The result can be seen in the table follows.

What skill do you really need ?

Listening 16,7%

Speaking 33,3%

Reading 33,3%

Writing 16,7%

Table 4.9 Necessities

 46

It can be seen that the students needed improvemnt in reading skill and

then it followed by speaking. However, the listening and writing options were also

chosen by the students. This finding shows that the four skills were chosen by the

students in office administration class, which made as a consideration to make

integrated materials that were developed by following KTSP Curriculum.

In knowing what skill the students really need, it was also important to

know the lacks aspect; in terms of students’ level of proficiency and what skill the

students often had problems. It was important aspects to be known before making

appropriate materials for the students. The students‟ level proficiency can be seen

in the following table.

f. Lacks

By seeing the result of necessities, the students really needed to improve

their reading skill, but the writer should also consider what are the students’ lacks

and obstacles in comprehending the text.

The data from questionnaires given to the students, and it was found that:

Can you read or comprehend a text well ?

Yes, I can 50%

No, I can’t 50%

Table 4.10 Lacks

There were some reasons of the why the students had a problem in

comprehending a text. First, the students did not understand the vocabulary of the

text because the vocabulary is not relevant with their major. Second, the students
 47

did not understand the structure of the text and the third, the students had

difficulties to understand and conclude the content of the text.

What is your obstacle in comprehending an English reading

text ?
Vocabulary 66,6%

Structure of the text 16,7%

Conclude the text 16,7%

Table 4.11 Lacks

It was also found that some of the students don’t like reading an English

text and others do:

Do you like reading an English text ?

Yes, I do 50%

No, I don’t 50%

Table 4.12 Lacks

And some of the students said that they don’t like reading an English text,

because of some reasons, such as:

If not, why ?

The story is not interesting 13,4%

I don’t understand the text 20%

The text was not easy to comprehend 33,3%

The text was not related with my 33,3%

environment
Table 4.13 Lacks
 48

By seeing the lacks aspect we can conclude that the students wanted to

have improvement in vocabulary so that they would be easy to comprehend the

text and the other tables also stated that the students were needed the text that

relevant with their needs and they need a text that is easy to comprehen as well.

g. Wants

Seeing the lacks was explained about students’ obstacles, so we continued

to wants aspect to see what students’ really needs in order to improve reading

skill.

It was found that some of the students like reading an English text and

others do:

Do you like reading an English text ?

Yes, I do 50%

No, I don’t 50%

Table 4.14 Wants

Some of students said that they like reading an English text, because of

some reasons, such as:

If yes, why ?

The story is interesting 26,7%

I understand the text 20%

The text is easy to comprehend 20%

The text is related with my

33.3%
environment
Table 4.15 Wants
 49

By seeing the table above we got the reason why the students like reading

activity because the text is related to their environment, and this table below

explained to us that the students were agree if the English materials developed

based on their needs.

Because I am an Office Administration student, I need English material

related to mine, in order to support my working life in the future

Agree 100%

Do not agree 0%

Table 4.16 Wants

So, we can conclude from those tables above, the students are interested in

reading an English text, although the others don’t. The students also gave the

reasons why they like reading an English text, because of the reading text is

relevant with their environment (major). After knowing their preferences, we saw

that the students wanted to have the reading material based on Office

Administration study program and the students hope, it will support their working

life in the future.

3. Learning Needs

In doing the needs analysis, another thing to figure out was learning needs.

It must be done in order to know about the students’ interests of inputs and

learning preferences. The discussion was also about the students’ preferred input

and preferred activity for each skill.

 50

a. Preferred Input

The writer needed to know the students prefer to learn from. It aimed to

provide the best input that are suitable for the students. By using the inputs that

were preferred by the students, it can affect the students’ achievement in learning

English. The result of the preferred input can be seen in the following table.

What kinds of text that you want to read ?

Report 16,7%

Memo 33,3%

Article 6,7%

Letter 33,3%

Note 3,3%

Fable 6,7%

Table 4.17 Preferred Input

By seeing the table above, it was found that the memo and letter have high

percentage. In office administration study program, there are some materials

provided related to letter and memo. Meaning that both of them were match to

students’ needs.

b. Preferred Topic

Dealing with the input, the topic of the input must be discovered in order

to meet the materials with the learners’ interests and needs. The result of the

preferred input can be seen in the following table.

 51

What is the topic that you want to learn ?

Secretariat 50%

Archives 33,3%

Data management 16,7%

Table 4.18 Preferred Topic

The table showed the preferred topic that the students want. The secretriat

option had a high percentage since the subject of this research was the students of

Office Administration study programme. However, the massage archives and data

management options were also chosen by the students. Considering the result, the

developed materials were related to those three options, but the materials were

focused on secretariat.

c. Preferred Reading Input

I like reading a text, if . . .

Monologue or dialogue text 33,3%

Text with pictures 16,7%

Magazine/newspaper 16,7%

Text related to Office

33,3%
Administration

Table 4.19 Preferred Reading Input

It can be seen that most of the students wanted the reading input that were

taken from texts of monologue/dialogue and text related to office administration.

In contrast, only few of the students were chose texts from magazines/newspapers
 52

and text with pictures. However, all of option were chosen by the students.

Considering this result, the reading input were taken from those options in order

to avoid the use of monotonous input.

d. Preferred Reading Activity

I like reading activity, if . . .

Find main topic from a text 16,7%

Answer questions from a text given 40%

Answer true/false questions 43,3%

Table 4.20 Preferred Reading Activity

It can be seen that the students wanted to answer true/false questions.

Some of the students chose answer questions form a text given as reading activity

while the rest chose find main topic from a text.

C. Analysis of Existing Teaching Materials

The reading materials which used by grade XII students of SMK Panca

Budi 2 Medan were taken from Buku Bahasa Inggris XII published by Citra

Pustaka, Bandung and here was the example of the text which was taken from the

book.
 53

How the Microwave Oven Works

Microwaves are a form of energy similar to radio, television waves,
and ordinary daylight. Normally, microwaves spread outwards as they travel
through the athmosphere and dissapear without effect. Microwave ovens,
however, have a magnetron which is designed to make use of the energy in
microwave. Electricity, supplied to the magnetron tube, is used to create
microwave energy.
These microwave enter the cooking are through openings inside the
oven. A tumtable or tray is located at the bottom of the oven. Microwaves
cannot pass through metal walls of the oven, but they can penetrate such
materials as glass, porcelain and paper, the materials out of which
microwave-safe cooking dishes are constructed. Microwaves do not eat
cookware, through cooking will eventually get hot from the heat generated by
the food.

As the writer stated on the background that the curriculum used in this

school is KTSP. One of basic competence is comprehending an instructional text

that is called by procedure text. Students in Office Administration study program

were also learned about instructional related to clerical duties in order to be a

secretary or officer. The text above is actually procedure text, but it could not

fulfill the students’ needs .

D. Designing New Reading Materials

After gathering information and data from interview that has taken to the

teacher and also the questionnaires that have been taken to the students. The data

was analyzed and divided into need analysis, target needs (necessities, lacks and

wants) and learning needs. The existing material was also take into a

consideration before the writer starting to design new reading materials. Those

new reading materials below have been designed by seeing students’ major and

student’ needs.
 54

a. Text 1

Arrange a Business Trip

Oneday your manager will have a business trip whether it is an

international or domestic trip. If your manager plans for that, as an
office aministrator/secretary you have to prepare all the things related
to business trip.
Materials:
1. Timetable
2. Business Trip Documents
Steps:
1. First, you have to know your manager’s plan and all her/his
activities along the business trip.
2. Second, you should have a timetable. On the timetable you
will see lists of trip route, departure, arrival, kinds of
transportation (it can be plane, ship, car or train). After
having it, you can book the ticket based on ur manager’s
schedule.
3. Third, your manager will be out of town. So, you must ask
her/him whether she/he needs an accommodation along the
trip.
4. Finaly, after finishing those three steps, you can prepare your
manager’s documents for his/her business trip.
 55

b. Text 2

How to Document Petty Cash Slips

In bookkeeping there is a thing that you should do. That is
bookkeeping petty cash it means you have to record all the income and
outcome transaction slips of petty cash. So that, all the transaction
slips will put orderly.
Materials:
1. Ordner
2. Guide
3. Perforator
4. Stapler
Steps:
1. First of all, check all the transactions slips.
2. Then, divide the transactions slips become income
transactions slips and outlay transactions slips.
3. After that, note all the income transaction slips into income
cash slips. Then, unite all the income cash slips and income
transaction slips by using stepler. The position of income
cash slips is in front while the position of income transaction
slips is in back.
4. Next, note all the outlay transactions slips into outlay cash
slips. Then, unite all the outlay cash slips and outlay
transaction slips by using stepler. The position of outlay cash
slips is in front while the position of outlay transaction slips
is in back.
5. After that, prepare the ordner for documenting all transaction
slips. There are 2 guides, the 1st is Debit and the 2nd is
Credit.
6. Then, write on the ordner, the name of the month and year as
a title.
7. Next, give a hole on the left side of income cash slips and
income transaction slips by using perforator.
8. Then, put and arrage all the transaction slips to the ordner
orderly by seeing the date. The position of old transaction is
in back and new transaction is in front or the 1st date is in
back and 30th/31st date is in front for every month.
9. Finally, put all the transaction slips by grouping outlay
transaction slips into guide credit while income transaction
slips into guide debit.
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c. Text 3

Arrange a Formal Meeting

As a secretary, you must deal with meeting. Actually there are 2
kinds of meeting, they are: formal meeting and informal meeting.
Conducting a meeting is not an easy work, because a secretary will
connect to many people, in order to conduct it. In this text we try to see
the steps in arranging a formal meeting.
Materials:
1. LCD Projector
2. Microphone
3. Sound System
4. PC Portable
5. Block Note
6. Pen
7. Map Holder
Steps:
1. First of all, make the meeting agenda, you can discuss it with
your manager. So both of you can decide what topics are going
to be discssed.
2. Then, arrange the meeting timetable and in this part you must
also discuss with your manager to arrange the schedule. So that,
the meeting will run well.
3. Next, after making the agenda, you should discuss with your
manager again about the audiences which are going to be invited.
4. After that, make invitation letter for the audiences. There are
some requirements for making it, such as:
a. Use a header letter,
b. Put number of letter and the date of making it,
c. Put the topic,
d. Put name and his/her position,
e. Put day, date, time and place,
f. Let your manager to sign the letter as he/she will be
responsible for that.
To avoid the audiences miss the meeting, you have to give the
invitation a week or few days before meeting. Therefore, you
should estimate your time for typing, printing, distibuting the
invitations.
 57

5. Then, prepare the materials for meeting, such as: paper, report,
and etc. You can unite them into one map holder and you will
distribute to the audeiences on the meeting day.
6. Next, prepare the tool and equipment for meeting, such as:
a. LCD Projector/OHP (Over Head Projector),
b. Sound System,
c. PC (Personal Computer) Portable,
d. Block Note and Pen.
7. After that, prepare the meeting venue and make sure the total of
audiences.
8. Then, prepare the accommodation if it is needed, as a secretary
you should reserve the rooms.
9. Next, prepare the transportation if it is needed, because
sometimes both the meeting venue and accommodation will be
located at different places.
10. After that, prepare food and beverage for the audiences.
11. Then, prepare a medical unit if it is possible.
12. Finally, check a day before the meeting day to make sure
everything is prepared well.

E. Validating by Experts

The new reading materials were evaluated or validated by two experts, so

it can be determined, whether it has been proper or not. The final draft has been

discussed to the experts, they were: Rita Suswati, S.Pd, M.Hum, as a lecturer and

Siti Mei Suri Husna Tanjung, S.Pd as an English Teacher.

1. English Teacher

In this case, she checked the information written in the reading materials,

such as idea, content, punctuation and performance. The English teacher

suggested to fix some vocabularies in the text, in order to make those texts would

be easy to comprehend . Furthermore, she did not find any false information on

new reading materials.

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2. English Lecturer

English lecturer has evaluated the new reading materials, by seeing 4

categories. They were linguistic, process, product and content, and layout. Each

category had some criterias.

a. Linguistic Dimension

She recommended to change the word ‘terminologies’ into ‘glossaries’ on

list of words provided, she also asked the writer to change some mistyping and

misunderstanding words, but she categorized the linguistic dimension was good.

b. Process

She categorized the process was good.

c. Product and Content

She categorized the product and content were good.

d. Layout

She categorized the layout was good.

F. Revising Reading Materials

The new reading materials had been evaluated by the experts. There were

some revisions as suggested by the experts.

1. English teacher’s suggestion

The English teacher suggested to fix some vocabularies in the text, in

order to make those texts would be easy to comprehend.

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2. English lecturer’s suggestion

 She recommended to change the word ‘terminologies’ into ‘glossaries’ on

list of words provided, she also asked the writer to change some mistyping

and misunderstanding words.

G. Revised- Developing Reading Materials (Final Product)

There were three new reading materials that related to the students in

Office Administration study program, Each text had exercises; they were

language features, match the vocabularies and their meaning, true or false

questions, answer questions from a text, quiz and the writer also provided list of

glossaries .

Furthermore, the validation score of new reading materials were calculated

to know whether they could be used or not to the students. The first validation was

from English teacher to make sure the information related to Office

Administration reading materials was valid.

No Criteria Score Maximum Score

1 Idea
2 Content
3 Punctuation
4 Performance
Total
Average = = 4,00 or percentage = 𝑥 100% =%
4
Table 4.21 English Teacher’s Validation Score

The average score of validation was It was categorized as relevant or

appropriate. Then the percentage showed that the reading materials were % valid

based on English teacher’s validation.

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The second validation was from English lecturer. There were four criteria

to consider whether the reading materials were valid.

No Criteria The number Maximum Score

of criteria score
1 Linguistic
2 Process
3 Product and
Content
4 Layout
Total
Average = = 𝑜𝑟 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑥 100% = %
25
Table 4.22 English Lecturer’s Validation Score

The average score of validation was . It was categorized as appropriate.

Then the percentage showed that the reading materials were % valid based on

English lecturer’s validation. Finally, final products or new reading materials were

valid to use as learning materials at SMK Panca Budi 2 Medan especially for

Office Administration Study Program.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1. The students of SMK Panca Budi 2 Medan particularly in Office

Administration study program needed the English reading materials which

could support their learning activity and learning environment. Their

learning activity was supposed to increase their knowledge about clerical

duties and their learning environment to prepare themselves for looking a

job later.

2. The reading materials on general English book did not match to their needs

and should be developed. The English reading materials should be

developed through 6 phases, they were; 1) Gathering information and data,

2) Analyzing data, 3) Designing materials based on the needs analysis, 4)

Validating the new reading materials by experts (Islamic subject teacher and

English lecturer), 5) Revising the new reading materials based on experts’

suggestions, and 6) )Revised- developing reading materials (final product).

B. Suggestions

In relation to the Conclusion, the suggestions are as follows :

1. Teacher

Teachers should consider the students’ needs to choose the learning

materials. The learning process can be successful if the reading materials

were useful for their daily life and learning environment. The teacher should

60
 62

use the appropriate teaching materials based on the specific vocation which

is had by the students. The teachers should develop the reading materials if

they found the materials were too general for the students at SMK Panca

Budi 2 Medan particularly in Office Administration study program which

had specific needs.

2. Institution

The institution should supervise the teachers and ensure them that the

reading materials supported the teaching and learning process. The

institution also should find the books which match to the students’ needs.

The number of references of English reading materials had to be increased

to ease the students learning English.

3. Other researcher

Other researchers should find many references to support in developing

reading materials. The questions in questionnaire should be considered to

give the students’ chance to deliver their wants in learning english

specifically in reading skill.

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